Video Self-Modeling for English Language Learners

Boisvert, Precille C.; Rao, Kavita

doi:10.1002/tesj.135

Cited by 12 publications

(4 citation statements)

References 17 publications

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“…Importantly, limiting our review to RCTs leaves out an important body of literature and undocumented evidence based on case studies (e.g. Boisvert & Rao, 2015;Snow, Eslami, & Park, 2015) and fails to address the historical approach to EAL children's challenges in terms of special educational needs (SEN) (Safford & Drury, 2013).…”

Section: Summary Of Evidencementioning

confidence: 99%

A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL)

Oxley

Cat

2019

The Language Learning Journal

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Objective: A synthesis of evidence discussing the effectiveness of language and literacy interventions in children with English as an additional language. Our key research questions were: 1) What intervention studies have been published since 2014 addressing the language and literacy development of children with English as an additional language? 2) What is the impact of those interventions? We sought to update a 2015 systematic review evaluating language and literacy outcomes for EAL children (Murphy & Unthiah, 2015) with current intervention studies and to see which of those interventions could be adapted for classrooms in the UK. Methods: Four databases were searched; PsychInfo, British Education Index, Education Resources Information Center and Web of Science. Only peer reviewed journal articles published between 2014 and 2017 and written in English were included. The population tested were children of school age with English as an Additional Language who were classed as typically developing. All interventions had language or literacy as an outcome. Data was extracted using a standardised form and quality was assessed through a risk of bias analysis. From this screening process, 26 studies were eligible for inclusion in the current review. Key Findings:  Explicit vocabulary instruction and targeted oral language practise yield language gains for EAL learners, with a tendency for larger intervention gains in learners with the lowest initial pre-test scores.  Shared reading interventions show positive effects when combined with the preteaching of vocabulary, embedded definitions into the text, or post-reading reinforcement activities.  Voice recognition software appears promising, as demonstrated in three interventions with small to medium effects on reading fluency and comprehension.  There is a lack of interventions taking place in the UK.  There is a lack of interventions for adolescents, especially those in upper secondary school (ages 14-18).  More interventions targeting continued professional development for teachers are recommended. Conclusions: Children with English as an additional language can benefit from targeted interventions. Suggestions are made as to how the most beneficial interventions could be replicated in the UK. Limitations: Limitations include a variability in terms of the rigour of intervention methodologies, leading to a high risk of bias and inconsistent effect sizes for several studies in this report. A proportion of successful interventions used the child's first language to aid learning. Such interventions might not be replicable in the UK, where classrooms typically feature children from a very large number of different home languages.

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Section: Summary Of Evidencementioning

confidence: 99%

A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL)

Oxley

Cat

2019

The Language Learning Journal

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“…The use of the VTL model has the potential to promote rapid learning and achieve target skills. Boisvert & Rao (2015) emphasize that video modeling has the potential to improve selfefficacy and rapid learning. They further add that video modeling allows students to achieve target skill and behavior that they may not yet be able to do independently but seek to master.…”

Section: Discussionmentioning

confidence: 99%

Video Tutorial Learning (VTL) to Improve Students’ Motivation in Microteaching Activities

2019

Education Innovation and Mental Health in Industrial Era 4.0

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The purpose of this study is to provide Video Tutorial Learning (VTL) to improves students' motivation in microteaching activities. This research used a qualitative approach. The steps of this study are (1) Information gathering on the need to design VTL Model (2) Designing VTL model; and (3) Investigating the response of students and lecturers on the improvement of their motivation to learn a microteaching subject. The results of the study indicate that (1) VTL model is needed by lecturers and students (2) VTL model is supplemented with a book model, video tutorial, and evaluation sheet (3) VTL model could improve students' motivation in microteaching activities. These results imply that this VTL model can be used by lecturers and students in microteaching activities because it can improve students' motivation to learn a microteaching subject. It also can be done either with the assistance of a lecturer or without a lecturer.

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“…Literature on the affective factors that influence SLA provides clear connections between the role of self-efficacy, motivation, and L2 development. Other studies have explored the use of pedagogical interventions that can influence learners' self-efficacy, including the use of video self-modeling (Boisvert & Rao, 2014), direct instruction in and modeling of learning strategies (Schunk & Zimmerman, 2007), and the use of language learning histories as a strategic tool in assisting learners to become more self-regulated and strategic in their approaches to L2 writing (Lam, 2014). The approach taken in the present study provides further evidence that instructional intervention may play a significant role in helping L2 learners to connect their nonscholastic psychological strengths and assets to their developing sense of self-efficacy and to the motivational resilience that is so crucial to sustained L2 development, particularly in adults.…”

Section: Implications For Theorymentioning

confidence: 99%

Enhancing learners' self‐efficacy to support L2 motivation: The need for strengths analysis

White,

Brown

2023

TESOL Journal

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Many second language pedagogy experts recommend that curricular and instructional planning should begin with needs analysis. Few, however, recommend assessing students' strengths, and those that do seem not to consider learners' strengths to be integral to planning or instruction. Teacher preparation programs and materials that foreground needs analysis while unintentionally marginalizing students' assets might lead teachers to develop a deficit perspective (see Hertzog, 2011), perhaps even leading them to see learners as problems and engender in students a “deficit ESL identity” (Marshall, 2009, p. 51). This article seeks to rectify this imbalance by reporting the results of a case study in which an adult learner's nonscholastic strengths were identified and then foregrounded during instruction to help encourage and reinforce their developing sense of L2 self‐efficacy. The results suggest that systematic analysis and reminders of learners' nonscholastic strengths and successes can have powerful effects on learners' L2 self‐efficacy beliefs, thereby building and sustaining momentum in the face of language learning obstacles and threats to motivation. The study also has implications for teacher educators in that preparing teachers to focus on learners' assets prior to and during instruction could enhance teachers' understanding of and expectations for their students.

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Video Self-Modeling for English Language Learners

Cited by 12 publications

References 17 publications

A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL)

A systematic review of language and literacy interventions in children and adolescents with English as an additional language (EAL)

Video Tutorial Learning (VTL) to Improve Students’ Motivation in Microteaching Activities

Enhancing learners' self‐efficacy to support L2 motivation: The need for strengths analysis

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